TV, 


T 


315 

THIRD  REPORT        (  g  tfj 


Course  of  Studies  for 
Elementary  Schools. 


BY 

JOHN  T.  PRXNTCE, 

AGENT  OF  THE  MASSACHUSETTS  STATE  BOARD  OF  EDUCATION. 


BOSTON : 

WRIGHT  &  POTTER  PRINTING  CO.,  STATE  PRINTERS, 
18  Post  Office  Square. 
1899. 


Digitized  by  the  Internet  Archive 
in  2015 


https://archive.org/details/thirdreportuponcOOprin 


REPORT. 


In  previous  reports  upon  a  course  of  studies  for  elementary 
schools*  I  presented  some  conclusions  based  upon  a  careful 
inquiry  respecting  the  opinions  of  prominent  educators  and  the 
practices  of  types  of  the  best  schools  in  this  and  other  countries. 
These  conclusions  relate  to  (1)  the  age  of  admitting  pupils,  (2) 
subjects  of  instruction,  (3)  the  grouping  of  subjects,  (4)  the 
relative  amount  of  time  which  should  be  given  to  each  group, 
(5)  correlation  of  studies,  (6)  departmental  instruction,  (7) 
elective  studies,  and  (8)  the  grading  and  promotion  of  pupils. 
There  remain  to  be  considered  four  other  features  of  a  course, 
viz.,  the  scope,  relations,  sequence  and  limitations  of  the  various 
subjects. 

The  consideration  of  these  features  will  be  confined  mainly 
to  suggestions  and  recommendations  for  the  making  of  a  course, 
followed  by  a  brief  outline  of  a  general  course.  The  conclu- 
sions reached  are  drawn  from  observation  and  experience,  sup- 
plemented by  a  careful  study  of  some  of  the  best  courses  in  the 
country  and  of  various  general  and  special  reports  that  have 
been  made. 

Before  referring  to  the  special  subjects  of  a  course,  I  desire 
to  direct  attention  to  some  general  features  of  existing  courses 
of  studies  and  practices  relating  to  them. 

My  observations  of  schools,  coupled  with  the  present  investi- 
gation of  courses  of  studies,  have  led  me  to  believe  that  the 
plan  of  putting  before  teachers  a  detailed  statement  of  all  they 
are  expected  to  accomplish  during  fixed  periods  of  time,  is 
wrong  in  principle,  as  it  is  harmful  in  practice.  Some  courses 
even  go  so  far  as  to  point  out  the  exact  pages  of  the  text-book 
which  are  to  be  gone  over  in  a  given  period,  the  presumption 

*  See  reports  of  Massachusetts  Board  of  Education,  1895-96,  pp.  437-480,  and  1896- 
97,  pp.  279-314.  These  reports  are  also  printed  in  pamphlet  form,  and  will  be  referred 
to  in  this  report  as  "  Preliminary  Report "  and  "  Second  Report" 


4 


being  that  the  topics  included  in  those  pages  constitute  the 
entire  work  of  all  the  pupils.  The  leveling  system  is  complete 
where  examinations  based  upon  these  requirements  are  given 
by  some  one  other  than  the  teacher.  Nothing  in  this  inquiry 
has  been  more  evident  than  the  fact  that  much  more  should 
be  done  than  is  now  generally  done  to  reach  individual  pu- 
pils, by  giving  them  instruction  and  training  suited  to  them 
both  in  kind  and  amount.  The  excessive  number  of  pupils 
to  a  teacher  found  in  most  schools  renders  it  impossible  to 
accomplish  this  result  in  any  degree  satisfactory  to  the  best 
teachers.  The  brighter  and  quicker  pupils,  as  well  as  the  duller 
and  slower  ones,  are  not  reached  in  the  way  they  should  be 
reached.  The  present  generally  followed  plan  of  keeping  to- 
gether for  long  periods  all  the  pupils  of  a  large  class  upon  the 
same  kind  of  work  is  harmful  alike  to  the  quicker  pupils  and 
the  slower,  —  to  the  former  in  undue  suppression  and  lack  of 
stimulation  to  healthful  effort,  and  to  the  latter  in  discourage- 
ment and  superficialness. 

It  is  well  known  that  the  tendency  of  unwise  and  unskilled 
teachers  is  to  emphasize  the  quantitative  rather  than  the  quali- 
tative side  of  their  work ;  to  regard  the  work  of  teaching 
mainly  as  an  assistance  to  the  pupils  in  obtaining  a  certain 
amount  of  knowledge  or  information,  and,  as  this  can  be  meas- 
ured best  by  the  pages  of  the  book  or  the  per  cent  ,  marks  in  an 
examination,  these  standards  are  uppermost  ,  in  their  minds. 
The  method  of  apportioning  the  subjects  and  topics  in  a  course 
of  studies  so  that  the  attention  is  fixed  mainly  upon  the  amount 
to  be  learned  tends  to  strengthen  these  convictions  of  unwise 
teachers  and  places  unnecessary  restraints  upon  wise  ones.  It 
may  be  said  that,  whenever  a  course  of  studies  gives  a  great 
degree  of  freedom  to  teachers,  there  is  likely  to  be  a  neglect  of 
essentials  and  a  weakening  of  work  that  may  be  called  consecu- 
tive. But  this  can  be  true  only  of  unwise  and  unskilled  teach- 
ers. With  those  teachers  who  understand  what  all  their  pupils 
most  need  and  who  know  how  they  are  best  to  be  provided 
with  it,  the  faults  above  alluded  to  are  not  likely  to  exist.  To 
them  the  fixed  bounds  of  non-essentials  stand  in  the  way  of  a 
proper  adjustment  of  the  work  to  the  needs  of  the  pupils.  In 
matters  only  that  are  essential  or  important  should  limitations 
be  indicated  in  a  course  of  studies.    But  even  the  limits  of  the 


5 


essentials  of  knowledge  might  well  be  omitted  in  a  course  to  be 
followed  by  one  teacher  alone.  It  is  only  in  a  system  of  schools 
where  two  or  more  teachers  are  employed  that  a  limited  plan 
or  program  of  studies  is  needed.  The  fact  that  the  non-essential 
subjects  are  almost  limitless  in  number  and  kind  renders  it 
impossible  to  make  a  selection  of  such  subjects  which  will  be 
suitable  alike  for  all  schools  and  classes  or  for  the  pupils  of  all 
teachers. 

For  these  reasons,  a  course  of  studies  intended  for  the  schools 
of  a  large  section,  as  of  a  county  or  State,  should  first  of  all 
be  general  in  character,  and  be  confined  largely  to  the  designa- 
tion of  subjects  that  are  essential  or  important.  This  course 
may  well  be  used  as  a  basis  of  a  more  detailed  course  for  a 
comparatively  small  group  of  schools.  Moreover,  the  sub- 
jects assigned  to  particular  times  should  be  so  arranged  as  to 
permit  a  division  of  the  school  into  groups  or  sections  of  pupils 
of  different  degrees  of  ability.  Further,  the  subjects  should 
be  so  arranged  as  to  permit  extra  work  to  be  done  by  individual 
pupils.  This  feature  of  a  course  was  mentioned  in  one  of  the 
recommendations  contained  in  the  report  upon  the  grading  and 
promotion  of  pupils.    It  was  as  follows  :  — 

The  course  of  studies  as  far  as  possible  should  be  made  so  as  to 
assist  the  teacher  in  adapting  the  work  assigned  and  called  for  to  the 
abilities  of  all  pupils  in  every  class.  This  can  be  done  by  designat- 
ing important  or  principal  features  which  must  be  taken  by  all  for  a 
proper  understanding  of  the  subjects,  and  by  suggesting  supple- 
mentary work  that  may  be  done  profitably  by  pupils  after -they  have 
acquired  the  necessary  portions,  and  while  they  are  waiting  for  others 
who  have  not  acquired  them.* 

One  other  feature  of  a  general  course  of  studies  should  ap- 
pear, —  that  of  giving  all  subjects  such  a  place  as  will  permit 
a  rational  and  orderly  correlation  of  the  studies  not  only  of  a 
single  group  but  also  of  all  groups  so  far  as  it  is  possible  to  do 
this.  Upon  this  and  other  points  the  recommendations  of  the 
Second  Report  are  as  follows  :  — 

1 .  The  selection  of  topics  should  be  so  made  as  to  be  of  general 
use.  This  general  course  to  serve  as  a  basis  for  more  detailed  courses 
in  given  localities. 

*  Page  36  of  Second  Report. 


6 


2.  The  selection  of  topics  should  be  made  from  all  groups,  so  that 
at  least  one  subject  of  every  group  will  be  presented  for  a  given  time. 

3.  The  selection  of  topics  from  each  group  for  a  given  time 
should  be  made  with  reference  to  their  logical  relations  to  the  topics 
of  all  other  groups,  so  far  as  the  nature  of  the  subjects  and  a  proper 
treatment  of  each  will  permit. 

4.  No  reference  to  a  centre  or  to  centres  of  correlation  need  be 
made  in  the  general  course,  it  being  understood  that  each  subject 
taught  will  be  the  centre,  with  which  all  other  subjects  at  the  time 
will  be  correlated. 

5.  No  reference  to  the  place  or  time  of  isolation  in  teaching  need 
be  indicated,  since  that  and  all  other  matters  relating  to  methods  of 
treatment  will  be  left  to  the  teacher.* 

It  may  be  necessary  to  designate  periods  of  time  during 
which  prescribed  work  must  be  accomplished,  but  it  should  be 
done  in  such  a  way  as  to  permit  the  elastic  system  of  grading 
and  promotions  recommended  at  the  close  of  the  Second  Re- 
port, f  This  may  be  done  by  designating  the  minimum  of  work 
which  is  to  be  done  within  certain  periods,  and  by  placing  in  a 
parallel  column  the  time  at  which  all  that  goes  before  shall  be 
completed.  The  outline  of  subjects  thus  presented  will  be  only 
the  essential  or  most  important  work  required  to  be  done. 

Some  superintendents  follow  the  plan  of  placing  a  general 
course  before  their  teachers,  and  of  supplementing  this  course 
by  specific  directions  in  monthly  grade  meetings.  This  plan 
succeeds  well  where  too  many  details  are  not  given,  and  where 
the  independence  and  originality  of  the  teachers  are  not  inter- 
fered with.  It  has  the  advantage  of  affording  opportunity  for 
constant  adjustment  of  work  to  new  and  varied  conditions,  and 
of  assisting  untrained  or  inexperienced  teachers  in  a  proper 
interpretation  of  directions.  This  plan  is  especially  advanta- 
geous for  directors  of  special  subjects,  like  drawing  and  nature 
study,  inasmuch  as  it  gives  opportunity  for  instructing  teachers 
in  technical  details  which  are  not  well  understood  by  them. 

The  plan  of  issuing  separate  pamphlets  or  slips,  containing 
the  prescribed  work  for  each  subject  in  all  the  grades,  has  the 
advantage  of  bringing  before  each  teacher  a  statement  of  what 
is  expected  to  be  done  in  a  given  subject  in  all  the  grades,  thus 


*  Page  13  of  Second  Report. 


t  Pages  35-37  of  Second  Report. 


? 


making  it  easy  for  every  teacher  to  know  what  every  other 
teacher  is  expected  to  do, — a  necessary  condition  for  good 
work.  This  practice  of  teachers  is  likely  to  be  discouraged  and 
the  work  narrowed  by  following  the  plan  adopted  by  a  few 
superintendents,  in  presenting  the  prescribed  course  of  each 
grade  in  a  single  pamphlet. 

The  features  of  a  course  of  studies  which  I  shall  consider 
briefly  in  this  report  are  :  first,  the  scope  or  aim  and  range  of 
subjects  to  be  presented  under  each  group  ;  second,  the  relation 
which  the  subjects  of  a  group  bear  to  each  other  and  to  the 
subjects  of  other  groups  ;  third,  the  sequence  or  order  in  which 
the  various  subjects  or  parts  of  subjects  should  be  presented ; 
and,  fourth,  the  limitations  both  in  time  and  substance  which 
should  be  made  in  each  branch  of  study. 

The  aim  or  purpose  of  a  given  subject  may  be  general  and 
remote,  or  specific  and  immediate ;  a  course  of  studies  has  to 
do  mainly  with  the  former,  the  latter  aim  belonging  more  to  a 
statement  of  methods  which  are  supposed  to  be  known  by 
teachers.  The  range  of  topics  outlined  in  each  branch  of  study 
will  be  determined  partly  by  the  aim  and  partly  by  the  condi- 
tions under  which  the  school  is  carried  on,  — these  conditions 
being  the  number  of  pupils,  the  number  of  classes,  the  length 
of  the  course,  the  number  and  character  of  the  teaching  force. 
It  is  understood,  of  course,  that,  as  ''preparation  for  complete 
living  "is  the  end  of  education,  so  all  subjects  and  parts  of 
subjects  that  do  not  contribute  to  this  end  are  to  be  excluded 
from  the  course. 

The  subjects  of  study  should  be  so  placed  in  a  course  as  to 
assist  the  teacher  to  correlate  them  in  teaching ;  that  is,  to 
present  them  in  right  relations,  by  which  each  fact  of  knowledge 
or  information  acquired  shall  be  fortified  and  enriched  by  others, 
and  by  which  good  habits  of  thinking  shall  be  encouraged.  So 
far  as  possible,  the  relation  of  each  subject  to  its  use,  and 
especially  to  its  use  in  life,  should  be  indicated. 

The  sequence  or  order  in  which  the  various  topics  should  be 
presented  is  determined  by  their  relations  of  dependence  one 
upon  another,  and  by  the  natural  order  in  which  the  mind  acts. 
The  sequence  of  subjects  in  a  course  should  not  be  so  marked 
or  finely  drawn  as  to  cause  the  teacher  to  think  more  of  the 


8 


relation  or  dependence  of  subjects  one  with  another  than  of  the 
relation  of  each  subject  to  the  mind  and  life  of  the  child. 

The  limitations  of  any  branch  of  study  in  respect  to  time 
and  subject-matter  will  be  determined  largely  by  the  relative 
importance  of  that  branch  or  of  the  subjects  of  that  branch  as  a 
means  of  accomplishing  the  ends  to  be  desired.  Other  limita- 
tions are  those  which  are  determined  by  the  length  of  the 
session  and  school  year  and  by  the  number  of  classes  and  pupils 
to  a  teacher. 

The  percentages  contained  in  the  tables  of  the  Preliminary 
Report  of  this  series  are  intended  to  show  the  relative  impor- 
tance of  the  various  subjects,  and  the  time  program  on  page  44 
of  that  report  shows  the  actual  time  given  to  each  group  of 
subjects,  on  the  supposition  that  the  school  day  is  five  and  one- 
half  hours  long,  and  that  there  are  five  school  days  in  the  week. 
For  future  reference  in  the  apportionment  of  time  limits  to 
separate  subjects,  that  table  is  here  reproduced,  with  change 
of  groupings  made  in  Table  XV.,  in  which  literature  is  classed 
with  language  instead  of  history.    The  table  is  as  follows  :  — 

Time  Program,  showing  the  Number  of  Minutes  a  Week  spent  in  Reci- 
tation by  a  Pupil  or  Group  of  Pupils  in  Five  Groups  of  Subjects; 
also  the  Number  of  Minutes  a  Week  given  to  Opening  Exercises 
and  Recesses  and  to  Study  in  School. 


GROUPS  OF  STUDIES. 

Sub- 
pri- 
mary.* 

Grade 

Grade 
2. 

Grade 
3. 

<  trade 
4. 

Grade 
5. 

Grade 
6. 

Grade 
7. 

Grade 
8. 

I.   Language  and  literature, 

348 

378 

378 

371 

312 

320 

320 

380 

380 

II.   Mathematics,  .... 

72 

108 

108 

146 

156 

160 

160 

184 

230 

III.   Elementary  science, 

240 

108 

108 

146 

195 

200 

200 

184 

138 

120 

90 

90 

97 

117 

120 

120 

172 

172 

V.  Miscellaneous, 

420f 

216 

216 

215 

195 

200 

200 

230 

230 

Opening  exercises,  physical  exer- 

250 

250 

225 

225 

200 

200 

200 

200 

500 

500 

450 

450 

450 

450 

300 

300 

Total  school  time,    .  . 

1,200 

1,650 

1,650 

1,650 

1,650 

1,650 

1,650 

1,650 

1,650 

*  Figures  in  this  column  indicate  the  number  of  minutes  spent  in  recitation  and  busy  work 
taken  together. 

t  Including  physical  exercises,  games,  kindergarten  occupations,  etc. 


It  should  be  understood  that  the  figures  in  the  above  table 
represent  the  amount  of  time  given  in  recitation  only  by  a 


pupil  or  a  group  of  pupils.  They  do  not  express,  the  amount 
of  time  given  to  study,  which  of  course  will  depend  upon  the 
number  of  sections  in  a  room  and  upon  how  much  the  sections 
recite  together. 

In  considering  the  five  groups,  the  subjects  of  scope,  rela^ 
tions,  sequence  and  limitations  will  be  set  off  by  figures  in  the 
order  named. 

Group  I. — Language. 

1.  Language  is  the  expression  of  thought.  The  term  as 
used  in  the  school  curriculum  is  intended  to  mean  the  expression 
of  thought  in  words.  As  a  subject  of  instruction,  it  relates  to 
getting  thought  by  means  of  the  printed  or  written  page,  and 
to  expressing  thought  both  by  speaking  and  by  writing.  Lan- 
guage, therefore,  includes  upon  the  practical  side  reading  and 
composition.  Upon  the  theoretical  side  it  includes  grammar, 
rhetoric  and  logic,  the  elements  only  of  which  should  be  taught 
in  the  grammar  school,  and  always  in  close  connection  with 
reading  and  composition.  In  some  schools  a  foreign  language 
may  be  taught  during  the  last  years  of  the  grammar  school 
course,  the  subject  being  offered  as  an  elective  for  those  who 
can  carry  on  the  regular  English  branches. 

The  immediate  aim  in  language  teaching  is  the  power  to  gain 
and  communicate  ideas  through  written  or  spoken  words.  This 
will  involve  (a)  power  to  read  intelligently  and  (b)  power  to 
speak  and  write  correctly  and  effectively. 

The  reading  must  include,  first,  a  mastery  of  the  symbols, 
that  is,  learning  to  read ;  and,  second,  such  companionship 
with  and  study  of  good  literature  as  shall  develop  power  to 
understand  and  appreciate  the  best  in  literature. 

The  power  to  speak  and  write  correctly  and  effectively  in- 
volves, first,  the  mastery  of  written  and  spoken  forms  in 
accordance  with  accepted  usage ;  second,  analysis  of  language 
to  discover  the  rules  of  usage  ;  and,  third,  constant  practice  in 
speaking  and  writing,  both  before  and  after  such  analysis. 

While  the  elementary  course  in  grammar  has  for  its  chief 
end  correctness,  it  may  also  include  some  features  of  effective- 
ness, such  as  clearness,  conciseness  and  force.  The  most 
important  fact  to  be  kept  in  mind  is  that  the  study  of  this  sub- 
ject in  the  grammar  school  should  be  elementary  and  very 


10 

practical,  the  aim  being  to  teach  principles  by  which  the  pupil 
is  enabled,  first,  to  understand  the  language  of  literature ;  and, 
second,  to  express  his  thoughts  in  some  measure  as  they  should 
be  expressed.  An  incidental  but  by  no  means  unimportant 
end  in  the  study  of  grammar  is  mental  discipline, — a  power  of 
the  mind  to  generalize,  to  make  rules  from  facts,  and  to  apply 
principles  and  rules  to  practice. 

2.  It  is  plain  to  see  that  all  forms  of  language  as  branches 
of  study  are  closely  related  to  one  another  and  to  nearly  all 
other  branches.  The  forms  of  expression  in  the  reading  books 
become  models  for  imitation  and  practice  in  all  departments  of 
composition  work,  which  serves  both  as  a  means  and  as  an  end 
of  grammar  and  rhetoric.  The  relation  of  the  theoretical  side 
of  language  to  practice  both  in  reading  and  in  writing  should 
be  indicated  by  prescribing  practice  in  analysis  of  sentences 
and  in  constant  application  of  the  rules  of  syntax  most  fre- 
quently violated. 

The  work  in  composition  should  be  closely  related  to  the 
pupils'  thinking;  and,  as  the  regular  subjects  of  study  are 
supposed  to  occasion  thought,  they  therefore  constitute  a  good 
basis  for  language  in  the  recitation.  Moreover,  the  regular 
studies,  especially  geography,  history,  science  and  reading, 
should  furnish  topics  constantly  for  composition. 

Some  of  the  most  obvious  relations  which  the  branches  of 
this  group  have  with  one  another  and  with  other  subjects  of 
study  are  matters  of  apperceptive  teaching,  which  every  good 
teacher  understands,  and  which  therefore  need  not  be  indicated 
in  a  course  of  studies. 

3.  In  securing  a  mastery  of  forms  in  language,  a  certain 
definite  order  should  be  followed.  In  learning  to  read,  that 
order  is  governed  by  a  well-known  principle  of  proceeding 
from  a  vague  knowledge  of  the  whole  through  analysis  and 
synthesis  to  a  clear  knowledge  of  the  whole.  While  a  course 
of  studies  may  not  give  the  steps  by  which  this  principle  is 
observed,  it  may  properly  state  that  the  teaching  should  begin 
either  with  words  alone  or  with  words  in  sentences,  and  that 
analysis  and  synthesis  of  words  follow  in  natural  order.  It 
may  also  state  that  the  first  words  and  sentences  should  be  read 
from  the  blackboard,  and  afterwards  from  the  chart  and  from 
the  first  readers.    The  order  to  be  followed  at  this  stage  in  the 


11 


selection  of  reading  material  is  sufficiently  indicated  by  the 
ordinary  first  and  second  readers.  The  order  of  selection  after 
the  pupils  have  acquired  skill  in  reading  should  be  determined 
by  the  tastes  and  abilities  of  the  children,  the  selection  to  be 
made  from  given  lists  of  books. 

The  sequence  to  be  followed  in  the  technique  of  writing  may 
be  sufficiently  indicated  by  stating  that  during  the  first  two 
years  much  copying  of  good  texts  should  be  done,  beginning 
with  words  whose  letters  are  easily  made,  as  man  and  cow,  and 
proceeding  by  degrees  to  Avords  more  difficult  to  write.  Some 
courses  prescribe  much  practice  with  single  letters  to  be  taken 
up  in  a  given  order. 

In  spelling,  it  appears  to  be  the  custom  in  the  best  courses  to 
prescribe  some  oral  spelling  for  the  lower  grades,  the  main 
attention,  however,  to  be  given  to  writing  words  in  sentences. 
The  words  selected  for  drill  in  these  grades  are  to  be  found  in 
the  regular  reading  books.  Beyond  the  third  grade,  in  addi- 
tion to  the  words  used  in  the  composition  exercises,  lists  of 
words  such  as  are  found  in  a  good  spelling  book  may  be  used 
with  profit  for  dictation,  the  words  to  be  written  both  singly 
and  in  sentences. 

English  grammar  may  be  regarded  as  one  of  the  few  strictly 
sequential  subjects  of  the  elementary  course.  Each  topic  should 
lead  up  to  the  next,  and  all  should  have  distinct  reference  to 
the  ends  already  pointed  out.  The  following  general  outline 
shows  the  order  which  may  be  pursued  in  an  elementary  study 
in  this  subject :  — 

(1)  The  sentence  and  kinds  of  sentences  defined. 

(2)  Subject  and  predicate,  simple  and  complete. 

(3)  Parts  of  speech. 

(4)  Limiting  phrases  and  clauses. 

(5)  Nouns,  —  kinds  and  forms. 

(6)  Pronouns, — kinds  and  forms. 

(7)  Eules  of  syntax,  respecting  case  of  pronouns. 

(8)  Verbs, — kinds  and  forms. 

(9)  Rule  of  syntax,  respecting  the  form  of  the  verb. 

(10)  Adjectives,  —  kinds,  forms  and  uses. 

(11)  Adverbs,  —  kinds,  forms  and  uses. 

(12)  Prepositions, — uses. 

(13)  Conjunctions,  —kinds  and  uses. 


12 


4.  The  amount  that  can  be  done  in  the  various  language 
subjects  will  depend  largely  upon  the  grade  and  natural  abili- 
ties of  the  pupils.  The  exact  amount  to  be  done  in  some  sub- 
jects should  not  be  prescribed,  while  in  others  the  amount 
prescribed  will  indicate  the  least  that  should  be  done  in  a  given 
period,  with  a  provision  for  sufficient  time  to  permit  classes  or 
individual  pupils  to  do  as  much  as  they  are  able  to  do. 

At  the  end  of  the  second  year  the  pupils  should  have  so  far 
mastered  the  symbols  of  reading  as  to  read  easily  at  sight  any 
ordinary  second  reader.  To  accomplish  this,  several  first  read- 
ers and  several  second  readers  should  have  been  read  through 
during  the  two  years.  After  the  second  year  the  reading  should 
be  carried  on  in  the  two  lines  already  indicated,  an  average  of 
ten  pages  a  week  of  each  kind  being  required  in  all  grades.  It 
should  be  remembered  that  this  is  the  minimum  required,  and 
does  not  include  the  amount  of  reading  done  at  home  or  the 
extra  reading  by  individual  pupils.  In  most  schools  probably 
the  limit  set  is  no  more  than  half  of  what  can  be  well  done. 

Except  in  special  instances,  no  set  exercises  in  writing  should 
be  given  after  the  fifth  year.  Whatever  is  needed  to  secure 
legibility  and  rapidity  of  writing  after  this  time  should  be  done 
in  connection  with  the  composition  and  dictation  work. 

Most  of  the  special  instruction  in  spelling  should  be  given 
during  the  first  six  years.  With  the  exception  of  occasional 
reviews,  the  work  in  this  branch  during  the  last  two  years  of 
the  course  should  be  confined  to  the  correction  of  words  mis- 
spelled in  the  composition  and  other  written  exercises. 

The  limits  in  written  language  are  difficult  to  define.  It  is 
understood  that  more  depends  upon  the  quality  of  work  done 
than  upon  the  quantity  ;  and  yet  it  is  manifestly  the  latter  feature 
only  that  can  be  presented  in  a  course  of  studies.  An  average 
of  ten  lines  a  day  of  carefully  written  original  work  during  the 
entire  course  beyond  the  second  grade,  and  an  equal  amount 
of  dictation  for  instruction  in  punctuation,  spelling,  etc.,  from 
the  third  to  the  sixth  grades  inclusive,  should  be  the  minimum 
of  written  work  required,  it  being  understood  that  monthly 
compositions  should  be  required  of  all  pupils  in  the  three  high- 
est grades. 

In  designating  the  subjects  of  this  group,  no  mention  was 


13 


made  of  memorizing  choice  selections  of  poetry  and  prose. 
While  such  an  exercise  may  be  brought  into  close  connection 
with  the  reading  and  dictation,  particular  mention  of  it  should 
be  made  in  the  course.  An  average  of  at  least  ten  lines  a  week 
should  be  required  to  be  memorized  by  pupils  of  all  grades,  it 
being  understood  that  the  selections  memorized  shall  be  of  a 
high  order  of  literary  merit,  and  adapted  to  the  capacity  of  the 
children. 

The  necessity  of  limiting  the  study  of  grammar  in  the  gram- 
mar school  to  the  elements  of  the  study  and  to  its  use  in  analy- 
sis and  syntax  has  been  referred  to.  Only  those  properties  of 
the  parts  of  speech  should  be  required  to  be  learned  that  are 
needed  for  analysis  of  sentences  and  for  a  proper  understand- 
ing of  the  rules  of  syntax.  These  rules  should  be  limited  to 
rules  which  are  most  commonly  violated.  Not  more  than  ten 
rules  should  be  made  and  learned,  but  they  should  form  the 
basis  of  constant  practice  in  the  construction  of  sentences. 
These  and  other  limitations  of  the  subject  appear  in  what  has 
been  said  upon  the  sequence  of  topics  to  be  studied. 

Where  there  are  so  many  branches  in  a  group  as  are  included 
in  this  group,  it  may  be  well  to  designate  approximately  the 
amount  of  time  to  which  the  recitation  in  each  branch  should 
be  limited.  For  example,  if  the  recitation  time  for  the  lan- 
guage studies  should  be  as  given  on  a  previous  page  of  this 
report,  the  allotment  for  each  branch  may  be  based  upon  that 
time,  as  shown  in  the  following :  — 


Time  Program,  shoiving  the  Number  of  Minutes  a  Week  spent  in 
Recitation  by  a  Pupil  or  Group  of  Pupils  in  Heading,  Writing, 
Spelling,  Composition  and  Grammar. 


SUBJECT. 

Sub- 
pri- 
mary. 

Grade 

Grade 
2. 

Grade 
3. 

Grade 
4. 

Grade 
5. 

Grade 
6. 

Grade 
7. 

Grade 

198* 

190 

190 

150 

120 

120 

120 

120 

120 

50 

50 

50 

50 

50 

] 
1 

H 

60 

60 

75 

60 

60 

>200 

160 

160 

50 

78 

78 

96 

82 

90 

1 

J 

100 

100 

348 

378 

378 

371 

312 

320 

320 

380 

380 

*  Including  story-telling. 


It  should  be  understood  that  the  above  figures  are  only  ten- 
tative and  approximate,  and  are  given  merely  to  show  how  an 
apportionment  may  be  made  under  given  conditions.  It  should 
be  understood  also  that  the  time  given  is  the  recitation  time 
only  of  a  pupil  or  group  of  pupils.  The  time  for  writing  at 
the  seat  outside  of  recitation  in  copying  or  composing  is  not 
counted.  One  advantage  as  a  saving  of  time  which  composi- 
tion, spelling  and  writing  have  over  some  other  subjects  should 
be  taken  into  account,  and  that  is  the  practicability  of  having  all 
the  pupils  of  a  school  recite  together. 

Group  II .  —  Mathematics  . 

1.  Mathematics,  or  the  knowledge  of  quantity  and  space 
relations,  is  taught  both  for  its  practical  and  for  its  disciplinary 
value.  In  the  elementary  schools  it  is  taught  mainly  as  an 
art,  although  the  foundations  of  mathematical  science  are  laid 
throughout  the  grammar  school  course,  and  in  the  upper  grades 
something  of  the  science  itself  is  taught.  The  department 
chiefly  pursued  in  the  elementary  schools  is  that  of  arithmetic, 
the  elements  of  geometry  and  algebra  being  taught  in  the  upper 
grades.  To  these  is  added  a  simple  form  of  book-keeping, 
which  may  be  regarded  as  an  extension  of  the  practical  side  of 
arithmetic. 

Arithmetic  is  a  knowledge  of  numbers,  their  expression, 
relations  and  operations.  The  numbers  to  be  learned  are  in- 
tegral and  fractional,  simple  and  denominate.  So  much  of  this 
knowledge  should  be  acquired  as  will  help  the  pupils  to  solve 
all  the  ordinary  problems  of  daily  life,  and  at  the  same  time  to 
serve  as  a  means  of  mental  discipline.  The  scope  of  arithmetic 
in  successive  grades  will  be  determined  largely  by  the  power 
of  the  pupils  to  grasp  new  relations  and  conditions.  In  recent 
courses  a  broad  basis  of  subjects  has  been  prescribed  in  the 
lower  grades,  including  fractions  (both  common  and  decimal), 
percentage  and  measurements.  The  two  kinds  of  work,  com- 
putations with  abstract  numbers  and  work  in  practical  prob- 
lems, should  be  presented  in  all  grades,  the  amount  of  the 
former  decreasing  and  of  the  latter  increasing  in  successive 
grades. 


15 


The  aim  of  geometry  in  the  grammar  school  is  chiefly  to  sup- 
plement the  course  in  arithmetic,  and  to  furnish  a  good  basis 
for  instruction  in  mechanical  drawing  and  manual  training. 
The  work  required  should  be  both  constructive  and  inventional, 
supplemented  by  as  many  simple  demonstrations  as  circum- 
stances will  permit,  the  aim  being  to  make  the  work  as  prac- 
tical as  possible. 

The  design  of  algebra  in  the  grammar  school  is  to  give  pupils 
a  general  idea  of  numerical  relations  and  operations.  Besides 
furnishing  short  and  easy  solutions  of  problems  which  are  in 
arithmetic  quite  difficult,  algebra  gives  pupils  the  power  to  state 
in  general  terms  the  conditions  of  a  problem  and  the  process  of 
its  solution,  and  thereby  to  deal  with  formulae  and  rules  more 
easily  than  by  arithmetic.  Moreover,  the  elementary  work  in 
algebra  may  be  so  arranged  as  to  give  support  to  the  higher 
form  of  the  study  in  the  high  school . 

Bookkeeping  may  be  regarded  as  only  one  of  the  many 
practical  applications  of  arithmetic.  Its  end  in  the  grammar 
school  is  ability  to  keep  accounts  which  would  be  ordinarily 
needed  by  a  farmer,  mechanic  or  small  retail  shopkeeper.  In- 
cidentally there  will  be  acquired  in  the  study  some  knowledge 
useful  in  higher  forms  of  bookkeeping. 

2.  The  close  relations  of  the  various  departments  of  mathe- 
matics to  one  another  are  apparent.  So  close  are  these  rela- 
tions in  the  early  stages  of  algebra  and  geometry  that  the 
subjects  may  be  said  to  be  continuous  rather  than  discrete. 
This  is  especially  true  in  many  kinds  of  practical  work  in  which 
arithmetical  processes  are  shortened  by  the  use  of  algebraic 
symbols,  and  are  practically  applied  in  geometrical  measure- 
ments. 

The  relation  of  the  subjects  of  this  group  to  other  subjects 
of  study  is  not  so  close  as  to  make  it  necessary  to  bring  them 
together  constantly.  Yet  the  facts  of  geography,  history  and 
elementary  science  may  be  sometimes  employed  in  arithmetical 
operations,  to  the  advantage  of  all  the  subjects  involved. 

3.  While  it  is  true,  as  has  been  said,  that  there  should  be 
a  broad  basis  of  subjects  in  the  lower  grades,  there  is  a  pro- 
gressive order  in  the  operations  to  be  performed  with  numbers 
which  should  be  prescribed  in  a  course  of  studies.    This  order 


1G 

has  to  do  with  the  relative  complexity  of  processes  and  also 
with  the  size  of  the  numbers.  In  integral  numbers,  the  work 
prescribed  should  be  in  successive  steps,  as  follows:  (a)  from 
1  to  10,  (b)  from  1  to  20,  (c)  from  1  to  100,  (d)  from  1  to 
1,000,  (e)  from  1  to  1,000,000,  (/)  unlimited.  In  fractional 
numbers  the  fractional  parts  of  numbers  should  first  be  taught 
almost  from  the  beginning,  and  proceed  in  the  third  grade  with 
fractional  units,  using  in  succession  halves,  fourths,  eighths, 
thirds,  sixths,  twelfths,  ninths,  fifths,  tenths,  sevenths  and 
elevenths.  Decimals  begun  as  early  as  the  fourth  grade  should 
be  taught  by  steps  from  tenths,  hundredths  and  thousandths, 
which  are  the  only  decimals  used  for  one  year,  to  decimals  of  a 
lower  denomination.  Denominate  numbers  should  be  taught 
from  the  very  beginning,  the  order  of  instruction  being  gen- 
erally from  measures  most  familiar  to  those  that  are  less  so. 

The  order  of  teaching  numbers  of  all  kinds  should  be  first 
with  objects  and  afterward  without  objects,  and  also  first  with- 
out figures  and  afterward  with  figures ;  the  warning  being 
expressed  that  too  much  dependence  should  not  be  had  either 
by  using  the  objects  too  long  or  by  employing  figures  unneces- 
sarily in  the  solution  of  problems. 

The  sequence  of  steps  in  algebra  and  geometry  will  be  indi- 
cated later,  when  their  limitations  are  treated. 

4.  The  time  allotted  to  arithmetic  should  be  given  mainly 
to  what  may  be  called  the  essentials  of  the  subject,  or  to  such 
work  as  wTill  be  found  useful  in  everyday  life.  The  following 
topics  will  indicate  the  degree  of  restriction  that  may  be  made  : 
(1)  Correctness  and  rapidity  in  adding,  subtracting,  multi- 
plying and  dividing.  (2)  Ability  to  work  without  the  aid  of 
figures  in  all  operations,  to  100  in  whole  numbers,  to  twolfths 
in  common  fractions  and  to  thousandths  in  decimals.  (3) 
Knowledge  and  skill  in  the  use  of  such  denominate  numbers  as 
are  used  ordinarily  in  buying  and  selling  and  in  keeping  ac- 
counts. (4)  Knowledge  of  percentage  and  of  the  simple  appli- 
cations of  percentage,  such  as  are  needed  in  ordinary  business 
affairs.  (5)  Knowledge  of  geometrical  measurements,  so  far 
as  to  perform  problems  involved  in  the  ordinary  affairs  of  life. 
It  should  be  understood  that,  if  more  is  done  than  is  comprised 
in  the  above  outline,  it  should  not  be  at  the  expense  of  thor- 


17 


oughness  in  these  subjects.  It  is  believed  that  a  large  part  of 
this  work  can  be  done  in  the  first  six  grades.  During  the  last 
two  grades  one  or  two  lessons  a  week  might  be  given  to  the 
more  difficult  problems  involved. 

The  geometrical  exercises  of  the  grammar  school  should  be 
limited  to  work  in  mensuration  carried  on  in  connection  with 
arithmetic,  and  to  exercises  of  a  concrete  and  experimental 
kind.  The  following  outline  in  mensuration,  followed  in  the 
Springfield,  Mass.,  course,  sufficiently  indicates  the  needed 
limitations  of  this  part  of  the  subject :  — 

A.  Surfaces. —  (1)  Parts,  (a)  number  of  sides,  (b)  rela- 
tive direction  of  sides  (whether  parallel,  perpendicular,  etc.), 
(c)  angles.  (2)  Comparison  with  other  surfaces  as  to  (a),  (b) 
and  (c).  (3)  Length  of  perimeter  or  circumference.  (4) 
Area. 

B.  Solids.  —  (1)  Parts,  (a)  number  of  faces,  (b)  kinds  of 
faces  (plane  or  curved),  (c)  number  of  edges,  (c7)  relative 
direction  of  faces  (whether  parallel,  perpendicular,  etc.).  (2) 
Comparison  with  other  solids  as  to  (a),  (6),  (c)  and  (d).  (3) 
Length  of  all  the  edges.  (4)  Surface  area.  (5)  Volume  or 
solid  contents. 

The  limitations  of  work  prescribed  in  experimental  and  con- 
structive geometry  should  not  be  too  strictly  drawn.  The 
better  way  will  be  to  present  an  outline  from  which  teachers 
may  select  work  adapted  to  the  ability  of  their  pupils.  Such 
an  outline  may  include  :  (1)  Definition  of  volume,  surface,  line, 
angle.  (2)  Definitions  of  various  kinds  of  lines.  (3)  Defini- 
tions of  various  kinds  of  angles.  (4)  Division  of  line  into  any 
number  of  equal  parts.  (5)  Construction  of  angles  of  various 
magnitudes.  (6)  Definitions  of  various  kinds  of  triangles, 
parts,  etc.  (7)  Problems  relating  to  angles  and  sides  of  tri- 
angles. (8)  Definitions  of  quadrilateral  and  kinds  of  quadrilat- 
erals. (9)  Problems  relating  to  angles  and  sides  of  parallelo- 
grams. (10)  Definitions  of  pentagon,  hexagon,  heptagon,  etc. 
(11)  Problems  relating  to  the  construction  of  polygons.  (12) 
Problems  relating  to  the  division  of  polygons.  (13)  Problems 
relating  to  the  construction  of  similar  polygons.  (14)  Defini- 
-tions  of  circle  and  parts  of  circle.  (15)  Problems  relating  to 
diameter,  circumference,  arc,  chord,  secant  and  tangent.  (16) 


Definitions  of  various  kinds  of  volumes.  (17)  Problems  in 
relation  to  the  surfaces  of  volumes.  (18)  Problems  in  relation 
to  the  solid  contents  of  volumes. 

The  problems  indicated  in  the  above  outline  may  be  either 
concrete  and  constructive,  or  demonstrative,  depending  upon 
the  ability  of  a  class  or  of  the  individual  pupils  of  a  class. 

If  the  purpose  of  algebra  in  the  grammar  school  is  as  indi- 
cated in  a  previous  paragraph,  its  limitations  might  be  somewhat 
as  follows:  (1)  Algebraic  notation.  (2)  Simple  arithmetical 
problems,  solved  by  algebra.  (3)  Addition,  subtraction,  mul- 
tiplication and  division.  (4)  Factoring  of  simple  algebraic 
quantities.  (5)  Reduction  of  fractions.  (6)  Resolving  of 
equations  containing  one  and  two  unknown  quantities.  (7) 
Practical  problems  involving  the  foregoing. 

Group  III. — Elementary  Science. 

1.  The  immediate*  end  of  all  the  studies  of  this  group  is  a 
knowledge  of  nature,  including  man  and  all  that  is  below  man. 
The  term  nature  study  in  recent  years  has  been  made  to  cover 
the  study  of  plants,  animals  and  minerals,  and  the  elementary 
work  done  in  physics  and  chemistry.  This  group  also  includes 
physiology  and  hygiene  and  geography. 

While  it  may  be  necessary  in  nature  study  to  lead  the  pupils 
to  learn  through  observation  the  facts  of  nature,  they  will  learn 
them  not  for  their  own  sake,  nor  mainly  for  the  use  they  will 
make  of  them  later  in  the  study  of  science,  but  for  the  habits 
of  observation  which  the  lessons  will  help  to  form  and  for  the 
abiding  love  of  nature  which  they  will  help  to  arouse.  These 
two  ends,  therefore, — the  formation  of  habits  of  observation 
and  the  arousing  of  a  love  for  nature,  —  will  determine  largely 
the  character  and  extent  of  the  study.  It  will  include  in  their 
appropriate  season  the  observation  of  minerals,  plants  and  ani- 
mals, and  some  of  the  more  apparent  physical  forces.  These 
observation  lessons  will  fail  to  produce  the  desired  ends  if  they 
stop  with  a  knowledge  merely  of  what  is  observed.  The  inter- 
pretation of  phenomena  is  of  more  value  than  the  mere  obser- 
vation of  them  as  facts.  The  adaptation  of  parts  of  animals 
and  plants  to  the  uses  they  perform  will  early  become  an  object 
of  inquiry.    It  should  be  observed  that,  while  a  love  for  nature 


19 


is  the  primary  end  of  nature  study,  it  cannot  be  reached  by 
simply  talking  about  the  objects  observed.  Such  lessons  may 
drift  into  mere  sentimental  reflections  of  little  value.  The  facts 
must  be  learned  not  by  reading  or  hearing,  but  by  observing, 
and  those  facts  should  be  reviewed  frequently  enough  to  be 
readily  brought  to  mind. 

The  study  of  physiology  and  hygiene  includes  in  its  scope 
such  knowledge  of  the  anatomy  of  the  body,  and  the  uses  of 
the  various  parts  as  will  help  the  pupils  to  have  respect  for  the 
body  and  to  keep  it  in  health  and  strength.  The  study  should 
be  especially  helpful  in  guarding  against  the  dangers  of  the  use 
of  stimulants  and  narcotics. 

Through  the  study  of  geography  the  pupils  acquire  a  knowl- 
edge of  the  earth  as  the  home  of  man.  There  are  two  elements, 
therefore,  of  this  branch  of  study ;  first,  nature,  in  making  the 
earth  suitable  for  human  habitation ;  and,  second,  the  people, 
in  making  it  a  place  in  which  all  the  activities  of  life  are  carried 
on.  So  far  as  possible,  the  pupils'  knowledge  of  the  earth 
should  be  interpreting  knowledge,  or  knowledge  by  which  they 
may  understand  the  relations  to  human  life  of  its  various  feat- 
ures, such  as  climate,  surface,  soil,  etc. 

2.  The  facts  acquired  in  nature  study  are  closely  related  to 
the  primary  facts  of  geography ;  indeed,  many  of  the  facts  of 
nature  study  and  geography  are  identical.  The  subjects  of 
study  in  these  two  branches  should  therefore  be  arranged  in  the 
course  with  reference  to  purposes  of  correlation  ;  and  where  it 
is  possible  the  relations  should  be  made  to  appear,  as,  for  ex- 
ample, the  effects  of  running  water  as  a  topic  of  nature  study, 
and  the  study  of  relief  forms  as  a  topic  of  geography. 

The  relations  also  of  one  or  both  of  these  branches  to  arith- 
metic and  history  should  be  indicated.  Probably  no  subjects 
in  the  course  will  be  found  to  be  more  serviceable  for  compo- 
sition and  for  drawing  than  these.  If  these  relations  are  not 
indicated  in  the  course,  opportunity  at  least  should  be  afforded 
for  abundant  practice  in  expressing  in  writing  or  in  drawing 
the  facts  acquired. 

In  the  lower  grades  resemblances  and  differences  of  the 
human  structure  and  that  of  the  lower  animals  should  be 
objects  of  study,  and  in  the  higher  grades  the  connection  of 


20 


the  facts  of  anatomy  and  physiology  with  those  of  chemistry 
and  physics  should  be  made  to  appear.  In  all  grades  the  rela- 
tion of  parts  of  the  body  to  uses  and  of  uses  to  health  and 
strength  should  be  shown. 

3.  The  allotment  of  work  in  nature  study  to  be  done  in  a 
given  time,  whether  it  be  for  a  year  or  a  day,  should  be  deter- 
mined by  the  pupils'  natural  powers,  both  of  observation  and 
of  interpretation.  With  young  children,  little  is  gained  by 
establishing  a  fixed  order  of  presentation.  In  general,  it  may 
be  said  that  the  observations  should  be  made  first  4  1  in  the 
large  "  and  afterward  more  minutely  ;  but,  if  children  are  inter- 
ested in  the  parts  of  an  object  very  early  in  their  observations, 
attention  should  be  given  to  them,  especially  if  the  interest 
centres  in  the  uses  of  the  parts.  It  is  always  a  safe  rule  to 
teach  those  things  which  will  best  serve  as  interpreters  of  other 
things  of  value  for  the  child  to  know.  On  the  same  principle, 
a  clear  and  definite  knowledge  of  home  surroundings  is  neces- 
sary to  a  proper  knowledge  of  distant  features  and  conditions. 
A  knowledge  by  observation  of  a  hill  range  will  be  the  means 
of  interpreting  the  distant  mountain  range  described  in  the 
book.  As  far  as  possible  also  the  logical  order  should  be  fol- 
lowed in  teaching  the  various  topics.  The  situation  and  sur- 
face of  a  continent  or  country  may  determine  to  some  extent 
the  climate  and  rainfall,  —  a  knowledge  of  which  helps  the  pupils 
to  infer  what  the  productions  and  the  occupations  of  the  people 
are.  In  anatomy  and  physiology,  the  practice  in  the  best 
schools  of  deferring  the  teaching  of  the  internal  structure  of  the 
body  until  the  later  years  of  the  grammar  school  seems  wise. 

4.  The  two  chief  ends  of  nature  study  should  be  kept  in 
mind  in  determining  the  amount  to  be  done.  To  form  good 
habits  of  observation  and  to  acquire  a  love  of  nature,  there 
should  be  no  forcing  of  acquisition.  In  no  study  will  it  be 
found  more  necessary  to  be  led  by  the  natural  aptitudes  and 
desires  of  the  children  than  in  the  study  of  plants,  animals  and 
minerals.  While  it  may  be  well  to  set  before  the  teachers  a 
wide  field  for  observation,  it  should  be  understood  that  such 
selection  of  the  work  assigned  may  be  made  as  will  be  best 
suited  to  given  conditions.  Again,  a  broad  range  of  topics 
will  furnish  the  needed  extra  and  optional  work  for  some  pupils 
already  spoken  of. 


21 


While  it  is  true,  as  shown  in  a  previous  report,*  that  nearly 
all  the  best  schools  are  giving  attention  to  nature  study  or  ele- 
mentary science,  there  is  a  great  difference  in  the  amount  and 
kind  of  work  attempted.  In  some  places,  largely  through  the 
efforts  of  a  superintendent  of  schools,  especially  interested  in 
the  subject,  and  a  special  teacher,  the  amount  of  ground  cov- 
ered is  ten  times  that  covered  in  other  places.  One  superin- 
tendent reports  recently  that  his  schools  even  in  the  higher 
grades  do  but  little  more  than  give  the  pupils  a  knowledge  of 
the  common  flowers  and  trees.  But  it  should  be  remembered 
that  the  highest  ends  of  the  study  do  not  depend  upon  the 
number  of  facts  acquired.  Here  is  an  additional  reason  for 
making  the  requirements  elastic. 

Group  IV. — History. 
1 .  The  place  and  scope  of  history  as  a  branch  of  study  have 
materially  changed  in  recent  years.  Instead  of  occupying,  as 
it  once  did,  a  small  part  of  the  last  year  or  two  of  the  grammar 
school  course,  it  is  now  in  the  best  schools  begun  in  the  first 
year  and  carried  on  throughout  the  course ;  and,  instead  of 
being  a  dry  and  profitless  study  of  wars  and  dates,  it  has  come 
to  be  regarded  as  a  study  both  pleasureable  and  useful  as  a 
means  of  culture.  According  to  this  later  view  of  the  subject, 
its  purpose  from  the  first  should  be  to  inspire  the  pupils  with 
high  ideals  of  life,  both  as  citizens  and  as  members  of  society. 
Moreover,  to  lead  the  pupils  to  acquire  a  taste  for  history,  the 
subject  should  be  made  interesting  from  the  first.  Myths, 
fairy  stories  and  stories  of  semicivilized  and  colonial  life 
should  be  told  to  and  read  by  the  children  in  the  lower  grades, 
to  be  continued  each  year  by  the  reading  of  stories  of  biogra- 
phy and  of  American  history  in  chronological  order  in  the 
middle  grades,  and  by  the  study  of  English  and  American 
history  in  the  higher.  All  phases  of  social,  civil  and  institu- 
tional life  are  to  be  presented  to  the  children  in  forms  suited 
to  their  interest  and  capacity.  Thus  we  see  that  history,  which 
is  a  record  of  the  growth  of  a  people  from  their  earliest  state  to 
the  present,  includes  biography  and  civil  government  as  well 
as  history  proper. 

*  Preliminary  Report,  pp.  7,  8. 


22 

2.  As  history  teaches  all  sides  of  life,  it  stands  in  close 
relation  to  all  the  other  studies  of  the  school  which  are  supposed 
to  be  a  preparation  for  life :  to  arithmetic,  in  furnishing  mate- 
rial for  computations ;  to  science,  in  showing  the  analogies  of 
the  evolution  of  the  race  and  that  of  the  individual ;  to  geogra- 
phy, in  the  use  of  charts  and  maps,  and  in  furnishing  a  basis 
of  comparison  whereby  the  present  conditions  of  social  and 
civil  life  are  better  known ;  to  literature,  in  providing  the  basis 
of  much  of  the  finest  forms  of  the  oration,  and  the  ballad,  the 
drama  and  the  epic ;  and  to  drawing  and  language,  in  awaken- 
ing thoughts  that  deserve  the  pupils' best  efforts  of  expression. 

While  most  of  these  relations  cannot  appear  in  a  course  of 
studies,  they  must  be  considered  in  giving  history  its  proper 
place.  In  literature  especially  should  the  close  relation  of 
history  be  recognized  in  the  course  of  studies.  There  are 
phases  of  history  that  can  best  be  known  through  literature, 
as  there  are  forms  of  literature  that  can  be  fully  interpreted 
only  by  a  knowledge  of  history. 

3.  While  the  order  of  topics  will  depend  somewhat  upon 
the  interest  and  capacity  of  the  pupils,  there  is  now  a  generally 
recognized  order  of  presentation  which  should  be  embodied  in  a 
course.  The  first  year  or  two  may  be  given  to  the  telling  and 
reading  of  folk  and  fairy  stories,  myths  and  fables.  These 
should  be  followed  by  reading  stories  of  Indian  and  early  settle- 
ment life,  supplemented  by  biographical  stories.  As  soon  as 
the  pupils  are  ready  for  it,  and  before  the  consecutive  reading 
and  study  of  American  history  are  begun,  attention  should  be 
given  to  interesting  facts  of  local  history,  such  as  scenes  of 
celebrated  events,  early  settlers  and  well-known  traditions. 
Consecutive  topical  study  in  connection  with  the  reading  of 
both  American  and  English  history  should  be  prescribed  for 
the  last  years  of  the  course. 

4.  The  limitations  of  subject-matter  in  history  should  be 
determined  largely  by  the  limitations  of  time  and  by  the  de- 
mands of  other  subjects.  Not  even  a  minimum  of  requirements 
should  be  prescribed,  so  far  at  least  as  such  requirments  are 
made  a  basis  for  marking  or  examinations.  In  this,  as  in  no 
other  subject,  may  the  amount  read  and  studied  be  adapted  to 
the  abilities  of  each  individual  pupil.    If  the  work  required  to 


23 


be  done  be  given  out  and  recited  by  subjects  or  topics,  each 
pupil  may  learn  as  much  of  each  subject  or  topic  as  time  and 
ability  will  permit.  The  course  therefore  should  be  so  ar- 
ranged as  to  permit  the  greatest  degree  of  freedom  in  teaching 
the  subject.  If  this  is  done,  and  examinations  have  their 
proper  place,  the  teachers  alone  will  be  responsible  if  the 
pupils  have  not  a  loving  interest  in  the  subject,  —  not  only 
while  they  are  being  taught,  but  also  after  they  have  left  school. 

Group  V. — Miscellaneous. 

1.  In  no  branch  of  instruction  has  there  been  a  greater 
change  of  place  and  scope  than  in  drawing.  Twenty-five  years 
ago  the  number  of  public  schools  in  which  drawing  was  system- 
atically taught  was  very  small.  Now  the  schools  in  which  it  is 
not  taught  are  as  rare  to  find  as  were  the  schools  formerly 
where  it  was  taught.  At  first  the  cultivation  of  the  aesthetic 
sense  was  considered  the  only  end  to  be  sought,  and  it  was 
in  some  way  thought  to  be  reached  through  drawing  endless 
castles  and  rustic  mills  from  flat  copies.  Later,  the  dominant 
purpose  seemed  to  be  to  make  the  subject  as  practical  as  pos- 
sible. This  was  carried  out  by  the  introduction  of  mechanical 
drawing,  which  had  little  relation  to  practical  mechanics,  and 
which  was  generally  a  laborious  and  tedious  process  to  all  con- 
cerned. Gradually  these  two  ideas  of  the  purpose  of  drawing 
as  a  branch  of  study  have  been  supplemented  by  a  third,  which 
is  that  drawing  is  educational,  and  serves  to  train  all  the  powers 
of  the  mind.  As  such  the  subject  has  its  strongest  claim  for  a 
place  in  the  program.  With  this  later  idea  of  the  function  of 
drawing  have  come  improved  methods  of  teaching  the  subject, 
which  serve  to  accomplish  in  good  ways  the  ends  that  were 
formerly  sought,  —  of  aesthetics,  by  leading  the  pupils  to  draw 
and  to  use  colors  in  imitation  of  nature  and  to  appreciate  by 
observation  and  study  the  most  beautiful  works  of  art ;  and  of 
practicalness,  by  drawing  free-hand  from  objects  and  by  con- 
necting closely  the  mechanical  part  of  the  subject  with  the  work 
of  manual  training  and  with  the  every-day  uses  of  life. 

The  growth  of  manual  training  as  a  branch  of  study  in  the 
schools  has  been  somewhat  like  that  of  drawing.  At  first  it 
was  sought  as  an  accomplishment,  afterwards  as  a  trade,  now 


24 


as  a  means  of  mental  discipline  in  furnishing  a  good  foundation 
for  practical  life.  Its  claims  to  a  place  in  the  course  of  studies 
are:  that  (1)  it  teaches  dexterity  of  hand;  (2)  it  trains  to 
habits  of  order  and  neatness ;  (3)  it  cultivates  a  sense  of  truth 
and  right  by  demanding  exactness  of  details  ;  (4)  it  cultivates 
the  will  in  its  requirements  of  persistence  until  an  object  is 
completed;  (5)  it  serves  as  a  valuable  aid  to  drawing  and  art 
studies ;  (6)  it  cultivates  the  ethical  sense  in  enabling  pupils  to 
make  useful  objects ;  (7)  it  serves  to  offset  the  strain  of  intel- 
lectual work ;  and  (8)  it  gives  respect  for  manual  labor. 

The  reasons  for  making  singing  a  regular  and  systematic 
subject  of  instruction  are  that  it  affords  rest  and  recreation,  is 
a  means  of  healthy  exercise  and  cultivates  the  aesthetic,  ethical 
and  religious  sense.  Governed  by  these  ends,  the  aim  and 
scope  of  singing  as  a  subject  of  instruction  are  clearly  (1)  to 
train  the  ear  so  as  to  appreciate  and  enjoy  good  music  that  is 
felt  and  (2)  to  understand  and  be  able  to  sing  at  sight  any 
ordinary  secular  or  sacred  piece  of  music. 

2.  The  relation  of  drawing  to  manual  training  is  so  close 
that  each  may  be  said  to  be  incomplete  as  a  subject  of  instruc- 
tion without  the  other.  Both  subjects  also  are  closely  con- 
nected with  geometrical  measurements.  Drawing  as  a  form  of 
expression  is  closely  related  to  every  other  subject  of  study,  — 
to  literature  in  illustrated  sketches,  to  arithmetic  in  plans  and 
working  drawings,  and  to  history  and  geography  in  diagrams 
and  maps.  In  fact,  it  may  be  used  as  other  forms  of  expres- 
sion are  used,  and  in  some  cases  it  may  be  used  profitably 
when  other  means  fail  to  express  the  thought  or  feeling. 

In  the  lower  grades  the  placing  of  singing  in  close  relation 
to  the  reading  and  nature  exercises  and  to  the  morning  talk  is 
made  very  effective.  In  the  lower  grades  also  singing  in  con- 
nection with  some  of  the  physical  exercises  is  found  beneficial. 
The  use  of  singing  tones  has  come  to  be  recognized  as  a  valu- 
able means  of  securing  good  speaking  tones,  just  as  the  phonic 
exercises  in  spoken  tones  have  been  found  helpful  in  developing 
a  good  singing  tone. 

3.  Skill  in  the  subjects  of  this  group,  as  in  all  technical 
subjects,  will  depend  upon  the  fidelity  with  which  the  successive 
steps  are  taken.    Nowhere  is  a  close  application  of  the  maxims 


25 


6  6  from  the  known  to  the  related  unknown  "  and  ' '  from  the 
simple  to  the  complex  "  more  necessary  than  in  connection  with 
these  subjects. 

In  the  early  stages  of  drawing  as  at  present  pursued  there  is 
a  free  expression  of  ideas  through  illustrative  sketching  without 
reference  to  principles.  Attention  is  then  given  to  form  with 
special  reference  to  correct  proportion  and  outline,  succeeded 
by  exercises  which  give  skill  in  rendering  characteristic  detail. 
Finally,  there  is  sought  to  be  secured  a  full  and  free  expression 
of  grace  of  form  and  harmony  of  color.  In  the  mechanical  side 
of  drawing  the  successive  steps  are  :  first,  exercises  in  precision, 
as  paper  folding  and  cutting ;  second,  exercises  in  accurate 
measurement ;  third,  accurate  drawing  of  surfaces  of  given 
dimensions ;  fourth,  conventional  grouping  of  figures  to  ex- 
press solidity ;  and,  fifth,  drawing  to  scale. 

So  far  as  the  occupations  of  the  kindergarten  are  educative, 
they  are  but  the  beginning  of  a  series  of  manual  exercises  which 
should  have  no  break  throughout  the  elementary  school  course. 
In  the  earlier  stages  of  the  course,  paper  and  cardboard  should 
be  extensively  used,  and  always  in  close  connection  Avith  draw- 
ing, for  the  purpose  mainly  of  developing  manual  dexterity. 
In  the  later  stages  exercises  to  teach  the  use  of  tools  should  be 
given,  and  applications  of  what  has  been  learned  should  be 
made  in  the  manufacture  of  useful  objects.  In  the  last  two 
years  the  course  may,  if  thought  desirable,  be  divided  into  two 
departments,  —  one  for  wood  working  and  the  other  for  sewing. 

In  singing,  care  should  be  observed  that  the  steps  of  tech- 
nique be  taken  in  a  natural  order,  and  that  the  demands  upon 
the  children  keep  pace  with  their  vocal  powers  and  musical 
appreciation. 

4.  Within  the  scope  and  time  already  laid  down,  there  need 
be  given  no  limitations  in  drawing  and  manual  training  be- 
yond what  is  necessary  under  a  class  system  of  instruction. 
Here,  as  in  other  branches,  the  minimum  of  what  is  expected 
to  be  done  may  be  prescribed,  together  with  extra  or  extended 
work  to  suit  the  circumstances. 

Limitations  in  singing  should  be  made  in  two  directions : 
first,  in  respect  to  the  time  of  learning  the  language  of  music ; 
and,  second,  in  respect  to  reach  of  tones.    The  child  needs  to 


26 


acquire  a  musical  sense, — that  is,  a  love  for  and  appreciation 
of  music,  —  before  the  language  of  music  is  learned.  For  this 
reason  two  or  three  years  of  careful  practice  in  simple  phonic 
exercises  and  rote  songs  should  be  spent  before  sign  reading  is 
begun.  Such  exercises  are  also  needed  for  a  proper  develop- 
ment of  strength  and  sweetness  of  tone.  The  danger  of  over- 
straining young  children's  voices  is  avoided  by  confining  the 
exercises  during  the  first  year  to  the  lower  tones. 

A  Foreign  Language. 

It  will  be  observed  that  no  reference  has  been  made  to  a 
foreign  language  in  the  preceding  discussion,  although  that 
subject  was  recommended  in  previous  reports.*  In  my  second 
report  I  referred  to  the  desirability  of  making  it  a  part  of  the 
elementary  course,  but  of  offering  it  as  an  elective,  "  either  by 
making  it  an  extra  study  or  by  permitting  it  to  be  taken  in 
place  of  some  part  of  the  work  in  English  grammar."  If  it  is 
taken  as  a  separate  and  extra  study,  of  course  only  those  pupils 
should  take  it  who  have  time  and  strength  for  it  in  addition  to 
the  required  work  of  the  school.  If  the  new  language  is  begun 
in  the  fifth  or  sixth  year  of  the  course,  and  if  but  two  recita- 
tions a  week  are  given  to  the  study,  little  extra  time  need  be 
given  to  it  to  acquire  a  fair  degree  of  facility  in  reading  and 
some  knowledge  of  the  grammar  of  the  language. 

The  question  of  what  foreign  language  shall  be  selected  for 
study  in  the  elementary  schools  has  been  discussed  by  educa- 
tional leaders.  No  agreement  has  been  reached,  and  perhaps 
none  should  be  expected  or  desired.  The  preponderance  of 
practice  seems  to  be  in  favor  of  Latin.  The  arguments  in  favor 
of  Latin  are  :  (1 )  the  desirability  of  giving  pupils  who  do  not 
go  to  the  high  school  an  opportunity  of  acquiring  some  knowl- 
edge of  a  language  from  which  a  large  percentage  of  English 
words  are  derived;  (2)  the  advantage  of  a  good  start  in  the 
study  before  the  high  school  is  reached,  so  that  the  increased 
requirements  for  entrance  to  college  may  be  met  easily  in  four 
years ;  and  (3)  the  comparative  ease  of  getting  good  teachers 
of  the  subject. 


*  See  Preliminary  Report,  p.  45,  and  Second  Report,  p.  15. 


27 


Weighty  as  the  above  reasons  are  for  choosing  Latin  as  the 
foreign  language  to  be  offered  in  the  grammar  school,  they  seem 
to  be  outweighed  by  considerations  in  favor  of  a  modern  lan- 
guage, French  or  German.  In  the  first  place,  in  making  the 
choice  there  should  be  primarily  regarded  the  interests  of  those 
pupils  who  are  not  to  continue  their  studies  beyond  the  grammar 
school,  on  account  of  their  limited  means  of  culture.  For  such 
pupils  a  slight  knowledge  of  French  or  German  would  be-  quite 
as  disciplinary  as  Latin,  and  far  more  useful.  In  four  years, 
with  the  limited  time  indicated,  —  two  lessons  a  week,  —  a 
pupil  should  be  able  to  read  easy  French  or  German  at  sight, 
and  to  talk  somewhat  in  the  language  studied,  —  acquisitions 
which  would  be  much  more  useful  in  a  living  than  in  a  dead 
language.  Again,  if  French  is  selected,  the  comparative  ease 
of  acquisition  should  be  considered,  not  merely  for  the  acquisi- 
tion itself,  but  for  the  use  that  may  be  made  of  it  in  learning 
Latin.  Many  teachers  advise  the  study  of  French  two  years 
before  Latin  is  begun,  for  the  help  which  it  gives  in  the  latter 
study.  If  French  or  German  is  taken  as  an  optional  study, 
there  should  be  no  more  than  two  lessons  a  week,  involving 
comparatively  little  of  outside  study.  Easy  reading  should  be 
put  into  the  hands  of  the  pupils  after  a  few  weeks  of  oral  lessons. 
Attention  should  be  confined  to  reading  and  talking  during  the 
first  two  years,  or  grades  five  and  six.  During  the  last  two 
years  these  exercises  should  be  supplemented  by  simple  gram- 
mar lessons  and  writing,  all  pointing  to  the  practical  ends  of 
correctness  and  facility  in  reading  and  talking. 

Sub-primary  Class. 

Before  giving  an  outline  of  prescribed  work  for  the  sub- 
primary  class,  I  desire  to  give  the  reasons  for  recommending 
the  formation  of  such  a  class,  and  to  explain  more  fully  than  I 
have  done  the  character  of  the  exercises  proposed  for  it. 

In  the  first  report  of  this  series  the  following  statements  are 
made  with  reference  to  the  need  of  a  special  class  for  children 
under  six  years  of  age  :  — 

It  is  possible  that  the  differences  in  this  country  in  the  earliest  age 
of  admission  to  the  elementary  schools  and  in  the  length  of  the  course 
of  such  schools  will  disappear  when  the  kindergarten  becomes  uni- 


28 


versally  a  part  of  the  public  school  system.  It  may  be  fairly  ques- 
tioned, however,  in  any  event,  whether  much  of  the  formal  intellectual 
work  now  carried  on  in  many  first-year  primary  classes  should  be 
demanded  of  children  before  the  age  of  six.  If,  where  children  are 
permitted  to  enter  school  at  five,  a  sub-primary  course  could  be  pur- 
sued, consisting  largely  of  manual  and  observational  work,  advance- 
ment in  subsequent  work  required  would  be  likely  to  be  quite  as  rapid 
as  it  is  at  present,  where  pupils  are  required  to  read  and  write  much 
during  the  first  year.  In  case  there  is  a  kindergarten  course  which 
children  can  begin  at  three  or  four  years  of  age,  the  work  of  this 
sub-primary  class  could  be  supplementary  to  the  work  of  the  kinder- 
garten and  preparatory  for  the  more  formal  work  of  the  primary 
school.  According  to  many  of  our  best  kindergartners  and  primary 
school  teachers,  this  connection  between  the  two  schools  is  very  much 
to  be  desired.* 

Again,  in  a  later  part  of  the  same  report  I  said :  — 

In  many  schools  where  children  are  permitted  to  enter  at  five,  as 
much  is  attempted  and  frequently  as  much  is  done  in  reading,  writing 
and  number  as  is  done  in  schools  whose  minimum  age  of  admission  is 
six  years.  That  this  gain  is  only  an  apparent  one  is  obvious  to  all 
who  are  able  to  compare  results  at  the  end  of  the  course.  The  plan 
that  I  would  recommend  is,  that  in  all  places  where  children  are  per- 
mitted to  enter  school  at  five  years  of  age,  sub-primary  classes  be 
established,  whose  work  shall  consist  largely  of  an  extension  or  modi- 
fication of  the  manual  and  observational  work  of  the  kindergarten, 
supplemented  by  some  of  the  nature  work  and  drawing  now  pursued 
in  our  best  primary  schools,  and  by  a  little  reading,  writing  and  num- 
ber work. 

If  sub-primary  classes  are  formed  for  children  under  six  years  of 
age,  the  nine  years'  course  for  children  who  enter  school  at  five  will 
be  reduced  to  an  eight  years'  primary  and  grammar  school  course, 
thus  agreeing  in  age  of  admission,  grades  and  age  of  graduation  with 
our  present  eight  years'  course  for  children  who  are  admitted  at  six 
years  of  age-t 

In  view  of  all  that  has  been  said  by  experienced  teachers 
regarding  the  advisability  of  supplementing  the  work  of  the 
kindergarten  by  less  formal  work  than  is  usually  required  in  a 
primary  school,  it  would  seem  unnecessary  to  plead  for  the 
introduction  of  the  proposed  class.    Every  primary  school 


*  Preliminary  Report,  p.  6. 


t  Preliminary  Report,  p.  38. 


29 


teacher  realizes  that  the  change  is  very  great  from  the  com- 
paratively unrestrained  freedom  of  the  kindergarten,  with  its 
dozen  or  fifteen  children,  to  the  school  where  restrictions  are 
made  necessary  by  the  large  number  of  children  and  by  the 
character  of  the  work  required.  4  '  Connecting  classes  "  between 
the  kindergarten  and  the  primary  school  have  been  formed  in 
several  places,  and  they  have  invariably  been  found  to  be  of 
great  use  in  wisely  leading  the  children  into  good  school  habits. 
Frequently  the  class  exercises  have  been  such  as  to  permit 
pupils  to  omit  a  portion  of  the  first-grade  primary  work. 

But,  if  the  sub-primary  class  is  needed  for  those  children 
who  have  had  the  benefits  of  the  kindergarten,  much  more  is 
such  a  class  needed  for  children  who  have  not  had  the  advantage 
of  the  better  training.  The  change  from  the  home  to  the  school 
is  even  greater  than  that  from  the  kindergarten  to  the  school, 
and  therefore  needs  the  bridge  that  the  proposed  class  offers. 
Most  people  can  recall  the  ordeal  through  which  they  passed 
during  the  first  few  weeks  of  school  life.  Perhaps  the  modern 
school  has  made  the  ordeal  less  trying  than  it  used  to  be ;  but 
we  can  scarcely  realize  how  great,  under  the  best  conditions, 
the  gap  is  between  the  freedom  of  the  home  and  the  constraints 
of  the  schoolroom,  where  forty  or  fifty  children  have  to  be 
controlled  by  a  single  teacher. 

To  those  parents  who  believe  in  the  usefulness  of  the  kinder- 
garten and  have  not  the  opportunity  to  send  their  children  to 
one,  the  proposition  to  establish  sub-primary  classes  ought  to 
be  very  welcome ;  for  certainly  more  of  the  spirit  of  the  kin- 
dergarten can  be  infused  where  there  is  large  opportunity  given 
for  the  gifts,  occupations  and  games  than  in  the  ordinary  pri- 
mary school,  where  so  much  formal  work  is  required.  In 
places  where  the  kindergarten  is  forbidden  through  ignorance 
of  its  benefits,  or  where  it  does  not  exist  through  lack  of  means, 
the  establishment  of  the  proposed  grade  will  not  be  difficult  to 
bring  about.  Indeed,  in  places  where  the  age  of  admission  is 
five  years,  it  lies  wholly  in  the  hands  of  the  school  authorities 
to  carry  the  plan  into  effect,  inasmuch  as  it  would  simply  take 
the  place  of  the  first-grade  primary. 

There  is  another,  and,  I  believe  even  stronger,  argument  for 
the  formation  of  the  proposed  class  ;  and  that  is,  the  claim  that 


30 


too  much  formal  and  too  little  observational  work  is  now  done 
in  the  first  year  of  school.  Children  five  years  of  age  can  no 
doubt  do  a  prodigious  amount  of  formal  work.  They  can  read 
through  a  dozen  first  readers,  write  a  good  hand,  go  to  a  hun- 
dred or  a  thousand  in  numbers,  and  perhaps  read  music  in 
three  keys,  —  all  during  the  first  year.  But  the  question  is, 
Ought  they  to  do  it?  Ought  they  to  do  half  or  quarter  as 
much?  A  fair  answer  to  this  question  will,  I  am  sure,  lead 
us  to  revise  the  primary  course,  as  now  generally  pursued,  in 
the  direction  of  the  plan  proposed. 

The  course  to  be  pursued  in  the  sub-primary  class  will  de- 
pend somewhat  upon  the  previous  training  of  the  children  ;  but 
in  any  case  the  program  will  consist  of  an  extension  of  the 
work  of  the  kindergarten,  especially  along  observational  and 
manual  training  lines,  with  a  comparatively  small  amount  of 
reading,  writing  and  arithmetic.  The  following  general  out- 
line may  suggest  the  character  of  the  exercises  most  desired 
for  the  proposed  class.  The  grouping  and  limitations  of  time 
are  those  given  in  the  time  program  on  a  previous  page  of  this 
report. 

Groups  I.  and  IV. — (Time  spent  daily  in  recitation  and 
busy  work  for  a  single  group  of  pupils,  about  90  minutes.) 
Story  telling, — selections  from  kindergarten  stories,  myths 
and  fairy  tales.  Reading  of  words  in  sentences  on  blackboard 
and  chart  and  on  picture  slips.  Reading  sentences  from  black- 
board and  chart.  Phonic  drill.  Some  analysis  and  synthesis 
by  sounds.  Writing  on  tracing  slips,  blackboard  and  paper. 
Large  movements. 

Group  II. — (Time  spent  daily,  about  15  minutes.)  Fourth 
and  fifth  kindergarten  gifts  for  counting  and  combining. 

Group  III.  — (Time  spent  daily,  about  45  minutes.)  Recog- 
nition of  common  plants  and  trees,  and  their  principal  parts. 
Observation  of  and  talks  about  familiar  domestic  animals  and 
birds.  Some  resemblances  and  differences  noted.  Adaptation 
of  parts  to  uses  observed. 

Group  V., — including  physical  exercises,  singing,  games, 
drawing  and  hand  work.  (Time  spent  daily,  about  90  min- 
utes,) Construction  and  design,  with  tablets,  sticks  and  blocks. 
Moulding  in  clay.    Painting  in  color  with  brush.    Paper  fold- 


31 


ing  and  parquetry.  Free  illustrative  sketching  from  memory 
and  imagination.  For  physical  exercises  and  singing,  make 
selections  from  kindergarten  songs  and  games. 

Outline  of  a  Course  of  Studies  for  Primary  and 
Grammar  Schools. 

The  following  outline  suggests  a  possible  adjustment  of 
primary  and  grammar  school  work  to  the  conditions  indicated 
in  this  and  in  previous  reports.  While  it  is  probably  insuffi- 
cient to  meet  fully  the  needs  of  any  system  of  schools,  it  is 
hoped  that  it  will  fulfil  in  some  degree  the  requirements  of  a 
general  course,  upon  which  more  detailed  courses  may  be 
constructed  suited  to  various  localities  and  conditions.  The 
absence  of  repeated  directions  to  review  previous  work  and 
to  follow  proper  lines  of  teaching  indicates  the  presumption 
of  professional  ability  on  the  part  of  teachers.  A  course  of 
studies  is  not  a  manual  of  methods  and  theories  of  teaching, 
however  important  such  a  statement  of  methods  and  theories 
may  be  in  some  places.  Happy  is  it  for  those  schools  whose 
courses  of  studies  may  presuppose  the  employment  of  teachers 
whose  knowledge  of  the  principles  of  teaching  is  undoubted, 
and  whose  judgment  is  fully  trusted  in  the  selection  of  mate- 
rials within  the  bounds  of  an  outline  not  greatly  extended. 

It  should  be  understood  that  this  course  is  intended  for 
pupils  who  enter  school  at  six  years  of  age,  and  who  come 
either  from  the  kindergarten  or  sub-primary  class.  Some 
pupils  who  have  taken  the  course  outlined  for  the  sub-primary 
class  may  be  able  to  take  the  work  outlined  for  the  first  grade 
in  less  than  a  year. 

The  figures  in  the  left-hand  column  indicate  the  year  and 
quarter  during  which  the  work  in  parallel  columns  is  supposed 
to  be  done.  For  example,  23  means  the  third  quarter  of  the 
second  year.  The  figures  in  decimals  above  each  year's  out- 
line of  work  denote  the  approximate  percentage  of  recitation 
time  which  a  pupil  or  a  group  of  pupils  should  give  to  the 
allotted  group  of  subjects.  These  figures  are  taken  from  Table 
XV  of  the  Second  Report. 


32 


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48 


A  List  of  Books  and  Selections. 
Following  are  the  lists  of  books  and  selections  to  which  refer- 
ence has  been  made  in  the  foregoing  course  of  studies.  It  is 
difficult  to  draw  the  line  between  books  of  literature  and  books 
of  information.  Some  of  the  books  classed  as  literature  may 
not  properly  belong  there  by  a  strict  definition  of  that  term, 
and  some  belonging  under  both  heads  are  for  the  sake  of 
brevity  placed  under  only  one.  The  selections  are  intended 
for  reading  and  memorizing  by  the  pupils.  Some  of  them  may 
be  used  by  teachers  of  the  lower  grades  for  reading  to  the 
children.  The  list  is  far  from  complete,  and  should  be  added 
to  by  the  teachers  as  good  selections  are  found. 


Books  of  Literature  {Grades  L,  II.  and  III.). 


iEsop's  Fables. 

Alice's  Adventures  in  Wonderland  (Dodg- 
son). 

Bible  Stories,  2  vols.  (Modern  Readers' 

Bible  Series). 
Child  Life  in  Verse  (Whittier). 
Children's  Garlands  (Patmore). 
Child's  Garden  of  Verse  (Stephenson) . 
Christmas  All  the  Year  Round  (Howells). 
Dream  Children  (Scudder). 
Fables  and  Folk  Stories  (Scudder). 
Fairy  Tales  (Andersen). 
Fairy  Tales  (Grimm). 
In  the  Child's  World  (Poulsson). 
Jungle  Book  (Kipling). 
Kindergarten  Stories  (Wiltse). 


Nature  in  Verse  (Lovejoy). 
Nature  Myths  (Cooke). 
Old  Greek  Stories  (Baldwin). 
Old  Stories  of  the  East  (Baldwin). 
Old  Testament  Stories  (Houghton). 
Open  Sesame,  No.  1. 
Poems  for  Children  (Ewing). 
Poetry  for  Children  (Eliot). 
Poetry  for  Children  (Lamb). 
Poetry  of  the  Seasons  (Lovejoy). 
Rainbows  for  Children  (Child). 
Stories  for  Children  (Wiggin). 
Stories  for  Children  (Lane). 
Stories  of  King  Arthur  (Hanson). 
Sunshine  Land  (Thomas). 


Selections  of  Literature  for  Reading  and  Memorizing  {Grades  I.,  IL. 

and  III.). 


Calling  the  Violets  (Larcom). 

Christmas  Bells  (Longfellow). 

Daffodils  (Wordsworth). 

Hiawatha's  Childhood  (Longfellow). 

Lady  Bird  (Southey) . 

Lady  Moon  (Lord  Houghton). 

Little  Dandelion  (Bostwick) . 

Little  Kitty  (Prentiss) . 

Little  Things  (Anonymous) . 

Mountain  and  the  Squirrel  (Emerson). 

New  Year's  Eve  (Andersen). 

One  by  One  (Procter). 

Rain  in  Summer  (Longfellow). 

Seven  Times  One  (Ingelow). 

Spring  (Thaxter). 


Stop,  Stop  Pretty  Water  (Follen). 

Sweet  and  Low  (Tennyson) . 

Thanksgiving  Day  (Child). 

The  Baby  (MacDonald). 

The  Bee  and  the  Flower  (Tennyson). 

The  Brook  (Tennyson). 

The  Brown  Thrush  (Larcom). 

The  First  Snowfall  (Lowell). 

The  Night  Before  Christmas  (Moore). - 

The  Spider  and  the  Fly  (Howitt). 

The  Frost  Spirit  (Whittier). 

The  World  (Lilliput  Levee). 

The  Lamb  (Blake). 

We  are  Seven  (Wordsworth). 

Who  Stole  the  Bird's  Nest  ?  (Child.) 


49 


Books  of  Information 

All  the  Year  Round,  4  vols.  (Strong). 
American  Life  and  Adventure  (Eggleston) . 
Aunt  Martha's  Corner  Cupboard  (Kirby). 
Brooks  and  Brook  Basins  (Frye). 
Child's  Book  of  Nature,  Vol.  1  (Hooker). 
Friends  in  Feathers  and  Fur  (Johonnot). 
Grandfather's  Stories  (Johonnot). 
Historic  Boys  and  Girls  (Brooks) . 
Learning  About  Common  Things  (Abbott). 
Little  Folks  in  Feathers,  etc.  (Miller). 
Little  Folks  of  Other  Lands  (Chaplin). 
Madam  How  and  Lady  Why  (Kingsley) . 


Wades  I.,  II.  and  III) . 

My  Saturday  Bird  Class  (Miller). 

Nature  Stories  (Bass) . 

Nature's  Byways  (Ford). 

Queer  Little  People  (Stowe) . 

Rab  and  His  Friends  (Brown). 

Seed  Babies  (Morley). 

Stories  for  Children  (Hale). 

Stories  of  Animal  Life  (Bass). 

Stories  of  Plant  Life  (Lane). 

Stories  of  Colonial  Children  (Pratt). 

Stories  of  Massachusetts  (Hale). 

Stories  Mother  Nature  Told  (Andrews)  , 


Books  of  Literature  (< 
Among  the  Hills  (Whittier). 
Ballads  of  New  England  (Whittier). 
Bible  Stories  (Modern  Readers'  Bible 
Series) . 

Cricket  on  the  Hearth  (Dickens). 
Gods  and  Heroes  (Francillon). 
Grandfather's  Chair  (Hawthorne). 
Gulliver's  Travels  (Swift) . 
Hiawatha  (Longfellow). 
King  of  the  Golden  River  (Ruskin). 
Little  Daffydowndilly  (Hawthorne). 
Little  Lord  Fauntleroy  (Burnett) . 
Merry  Adventures  of  Robin  Hood  (Pyle). 
New  England  Legends,  etc.  (Drake). 


adesIV,  V.  and  VI.) . 

Old  Greek  Stories  (Baldwin). 

Old  Stories  of  the  East  (Baldwin). 

Open  Sesame,  No.  2. 

Popular  Tales  from  the  Norse  (Dasent). 

Rab  and  His  Friends  (Brown). 

Robinson  Crusoe  (Defoe) . 

Six  Tales  from  Arabian  Nights  (Eliot). 

Stories  of  the  Iliad  and  Odyssey  (Church) . 

Swiss  Family  Robinson  (Wyss). 

Tanglewood  Tales  (Hawthorne). 

Tent  on  the  Beach  (Whittier) . 

The  Birds'  Christmas  Carol  (Wiggin). 

Water  Babies  (Kingsley). 

Wonder-Book  (Hawthorne). 


Selections  of  Literature  for  Beading  and  Memorizing  (Grades  IV.,  V. 

and  VI.) . 


Abou  Ben  Adhem  (Hunt). 
A  Child's  Thought  of  God  (Mrs.  Brown- 
ing). 

All  Things  Beautiful  (Alexander). 

Barbara  Frietchie  (Whittier). 

Barefoot  Boy  (Whittier). 

Belle  of  Atri  (Longfellow) . 

Building  of  the  Ship  (Longfellow) 

Cassabianca  (Hemans). 

Children  (Longfellow). 

Christmas  Carmen  (Whittier). 

Daybreak  (Longfellow). 

Do  All  that  You  Can  (Sangster) . 

Flower  in  the  Crannied  Wall  (Tennyson). 

From  My  Arm  Chair  (Longfellow). 

Grandmother's  Story  (Holmes). 

Gulliver's  Travels  (Swift). 

Hiawatha's  Friends  (Longfellow). 

Hiawatha's  Sailing  (Longfellow). 

How  the  Leaves  Came  Down  (Coolidge). 

In  School  Days  (Whittier). 

Landing  of  the  Pilgrims  (Hemans) . 

Leak  in  the  Dike  (Cary ) . 

March  (Larcom). 


Marjorie's  Almanac  (Aldrich). 

My  Playmate  (Whittier). 

PaulRevere's  Ride  (Longfellow). 

Pegasus  in  Pond  (Longfellow). 

Queer  Little  People  (Stowe). 

Robert  of  Lincoln  (Bryant). 

Sheridan's  Ride  (Read). 

Snowflakes  (Longfellow). 

Spring  Has  Come  (Holmes). 

Story  Hour  (Wiggin) . 

The  Arrow  and  the  Song  (Longfellow). 

The  Brook  and  the  Wave  (Longfellow). 

The  Battle  of  Blenheim  (Southey). 

The  Birds'  Christmas  Carol  (Wiggin). 

The  Building  of  the  Ship  (Longfellow). 

The  Little  People  of  the  Snow  (Bryant). 

The  Gladness  of  Nature  (Bryant). 

The  Rainy  Day  (Longfellow). 

The  Sandpiper  (Thaxter). 

The  Bugle  Song  (Tennyson). 

The  Village  Blacksmith  (Longfellow). 

The  White-footed  Deer  (Bryant). 

The  Yellow  Violet  (Bryant) . 

Wreck  of  the  Hesperus  (Longfellow). 


50 


Books  of  Information 

A-Hunting  of  the  Deer  (Warner). 

A  Man  Without  a  Country  (Hale) . 

Around  the  Hub  (Drake). 

Birds  and  Bees  (Burroughs). 

Biographical  Sketches  (Hawthorne). 

Black  Beauty  (Sewell). 

Boys  of  76  (Coffin). 

Boys  of  '61  (Coffin). 

Building  the  Nation  (Coffin). 

Cast  Away  in  the  Cold  (Hayes). 

Children  of  the  Cold  (Schwatka). 

Child's  Book  of  Nature,  Vol.  2  (Hooker). 

Claws  and  Hoofs  (Johonnot). 

Curious  Homes,  etc.  (Beard) . 

Each  and  All  (Andrews). 

Fairyland  of  Flowers  (Pratt) . 

Fairyland  of  Science  (Buckley). 

Five  Little  Peppers  (Sidney). 

Geographical  Reader  (Scribner). 

Geographical  Readers  (Philips). 

Geographical  Readers  (King). 

Hans  Brinker  and  Silver  Skates  (Dodge). 

Historical  Readers  (Gilraan). 


males  IV,  V.  and  VI). 

Indian  History  for  Young  Folks  (Drake). 

In  Brooks  and  Bayou  (Bayliss;. 

Old  Times  in  the  Colonies  (Coffin). 

Our  Fatherland  (Carver  and  Pratt). 

Pilgrims  and  Puritans  (Moore). 

Seven  Little  Sisters  (Andrews) . 

Sharp  Eyes  (Burroughs) . 

Stories  of  American  History  (Pratt). 

Stories  of  Great  Americans  (Eggleston) . 

Stories  of  Greece  (Guerber) . 

Stories  of  Our  Country  (Johonnot) . 

Stories  of  the  Old  World  (Church). 

Stories  of  the  Romans  (Guerber). 

Ten  Boys  who  lived  on  the  Road  from 

Long  Ago  till  Now  (Andrews). 
Ten  Great  Events  in  History  (Johonnot) . 
The  Boy's  Froissart  (Lanier). 
The  Boy's  King  Arthur  (Lanier). 
The  Children's  Crusade  (Gray). 
The  Story  of  the  Birds  (Baskett). 
True  Stories  from  New  England  History 

(Hawthorne). 
Our  Own  Birds  (Bailey). 


Books  of  Literature  (Grades  VII  and  VIII). 


Ben  Hur  (Wallace) . 

Bunker  Hill  Orations  (Webster). 

Cape  Cod  (Thoreau). 

Character  (Smiles). 

Christmas  Carol  (Dickens). 

Courtship  of  Miles  Standish  (Longfellow). 

Enoch  Arden  (Tennyson). 

Evangeline  (Longfellow). 

Feats  of  the  Fiord  (Martineau). 

Greek  Heroes  (Kingsley) . 

Idylls  of  the  King  (Tennyson). 

Ivanhoe  (Scott). 

Jason's  Quest  (Lowell). 

Julius  Caesar  (Shakespeare). 

Ken il worth  (Scott). 

Lady  of  the  Lake  (Scott). 

Legends  of  New  England  (Hawthorne). 

Magna  Charta  Stories  (Gilman). 


Marmion  (Scott). 

Merchant  of  Venice  (Shakespeare). 
My  Hunt  after  the  Captain  (Holmes). 
Patriotic  Reader  (Carrington). 
Peasant  and  Prince  (Martineau). 
Pilgrims  Progress  (Bunyan). 
Selections  from  the  Alhambra  (Irving). 
Selections  from  Ruskin. 
Self  Help  (Smiles). 
Snow  Bound  (Whittier). 
Tales  from  Shakespeare  (Lamb) . 
Tales  of  a  Wayside  Inn  (Longfellow) . 
Tales  of  the  White  Hills  (Hawthorne). 
The  Talisman  (Scott). 
Tom  Brown  at  Rugby  (Hughes). 
Uncle  Tom's  Cabin  (Stowe). 
Vicar  of  Wakefield  (Goldsmith). 
Vision  of  Sir  Launfal  (Lowell). 


Selections  of  Literature  (Grades  VII  and  VIII.) 

Address  at  Gettysburg  (Lincoln) . 
Among  the  Hills  (Whittier). 
An  Invitation  to  the  Country  (Bryant) . 
Belfry  of  Bruges  (Longfellow). 
Bells  of  San  Bias  (Longfellow). 
Charge  of  the  Light  Brigade  (Tennyson). 
Concord  Hymn  (Emerson). 


Christmas  Carol  (Dickens). 
Chambered  Nautilus  (Holmes). 
Duty  (Emerson). 
Excelsior  (Longfellow) . 
Freedom  (Lowell). 
Good  Cheer  (Bronte). 
Gradation  (Holland). 


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